LEARN NC: Search results

Bridging Spanish language barriers in Southern schools: These articles provide background on Latino immigrants in North Carolina, administrative challenges in binational education, and strategies through which teachers can build on what Latino students bring to their classrooms to create a learning environment that meets the needs of all students.; Format: series (multiple pages)

Deaf learners and successful cognitive achievement: In Reaching every learner: Differentiating instruction in theory and practice, page 3; This article surveys relevant literature on the cognitive potential of deaf learners and asserts that, under appropriate conditions, support, and instruction, deaf students can succeed in inclusive settings. Includes a list of ideal instructional conditions for deaf students in the inclusive classroom.; Format: article/best practice; By David S. Martin, Ph.D..

Deafness, self-esteem, and the inclusive classroom: A deaf student surrounded by hearing peers in an inclusive classroom may experience feelings of isolation. The classroom teacher, however, can play a critical role in supporting a deaf student's self-esteem and sense of belonging within the culture of the...; Format: video/video

The First Year: Essays on the author's experiences in her first year of teaching: the mistakes she made, what she learned from them, and how she used them to become a better teacher — and how other first-year teachers can, too.; Format: book (multiple pages)

Getting to know them: In The First Year, page 1.5; Getting to know your students as real people makes your classroom a more effective learning environment.; Format: article/best practice; By Kristi Johnson Smith.Commentary and sidebar notes by Lindy Norman.

Helping students from rural Mexico feel comfortable in your classroom: In Bridging Spanish language barriers in Southern schools, page 2.2; Most students from rural Mexico have experiences, family backgrounds, and expectations that conflict with the expectations of the American classroom environment. By understanding the expectations of these students and their parents, teachers can help them to succeed.; Format: article

Managing a classroom with brain food: Tina Maples' eighth-grade language arts students are serious about their work they do. When students work on projects they care about — what Maples calls "brain food" — they manage the classroom themselves.; By Kathleen Casson.

Reaching every learner: Differentiating instruction in theory and practice: This series of articles, which balance theory, research, and practice, address a variety of topics within differentiation through text, graphics, and video.; Format: series (multiple pages)

Teach what you love: Stephen Mullaney works as a half-time ESL resource teacher/half-time second grade language arts teacher at Club Boulevard Elementary in Durham. This article focuses on his advice for teachers working with ESL students.; Format: article; By Sydney Brown.

Three weeks and counting: What winter break might really mean: In The First Year, page 2.9; Your students might not be looking forward to a break in their routine as much as you think.; Format: article; By Kristi Johnson Smith.Commentary and sidebar notes by Lindy Norman.

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